Professional Documents
Culture Documents
Rouba Bardouh
18006201
Table of Contents
Lesson Plan 1 ....................................................................................................................................................... 2
APPENDIX 1a: Budget activity (scenario 1) ...................................................................................................... 3
APPENDIX 1b: Budget activity (scenario 2) ..................................................................................................... 4
APPENDIX 1c: Budget activity (scenario 3) ...................................................................................................... 5
Lesson Plan 2 ....................................................................................................................................................... 6
APPENDIX 1: Excel reference sheet/ready-to-use template ......................................................................... 11
APPENDIX 2: Information sheet .................................................................................................................... 11
Lesson Plan 3 ..................................................................................................................................................... 12
Justification........................................................................................................................................................ 17
References ..................................................................................................................................................... 20
Lesson Plan 1
Significance
This refers to pedagogy that helps make learning more meaningful and 3.1 Background knowledge 3.4 Inclusivity
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.5 Connectedness
prior knowledge and identities, with contexts outside of the classroom, and 3.3 Knowledge integration 3.6 Narrative
with multiple ways of knowing all cultural perspective.
How the quality teaching elements you have identified are achieved within the lesson.
Centred
Time Teaching and learning actions Organisation
T/S
Teacher
- Directs students
into classroom
- Conducts roll call
Resources
- Class roll
Introduce topic
Class discussion
Other considerations
WHS
What are the key risk issues that may appear and need to be reduced/eliminated in this
lesson?
Reflection
APPENDIX 1a: Budget activity (scenario 1)
Using the scenario below, complete the provided budget template using these figures and determine
your total savings by the end of the specified period. Remember to calculate each of the figures to
represent monthly totals.
The month is January. You are a full time university student. Your friend is very eager to travel
during the July
The month university
is January. break
You and istobegging
are new you to join
the workforce and her. You tellvery
are feeling her overwhelmed
that you need by
to check
your
your finances
work and
load so see what
decided thatyou’re
a shortable to afford.
holiday wouldYour
be acasual job provides
good idea. You canyou
onlya travel
monthly income
during the of
$1,400.
school You live
holidays so at
youhome
planwith your parents
on travelling butfor
in April pay7 adays.
board payment
Your (payment
net monthly in exchange
income is $4,000for
and
shelter
rent an and necessities)
apartment of $100
for $350 eachYou
a week. fortnight.
spend On average
about each
$60 on week,
food you on
and $50 spend about
petrol each$40 on
week
foodabout
and and fill$300
up your car with
monthly $50 worth
on shopping andofentertainment.
petrol. Your mobile
Your contract costs you
mobile contract $60you
costs each$70
month.
each
Your car
month andregistration
you make and insurance
fortnightly are insurance
health due for renewal in April
payments andIn
of $30. will costto
order you a total
travel of $900.
in April, you
Other expenses including shopping
must book and accommodation
travel and entertainment cost 30th.$200 each month.
you about
by March
You must book travel and accommodation by June 30th.
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec TOTAL
Income
Expenses
Total
expenses
Amount
saved
APPENDIX 1b: Budget activity (scenario 2)
Using the scenario below, complete the provided budget template using these figures and determine
your total savings by the end of the specified period. Remember to calculate each of the figures to
represent monthly totals.
The month is January. You own a small business and would like to surprise your family of 3 with a
holiday during the coming Christmas period. You own your home and have paid off your
mortgage. Your business is doing relatively well and provides you a monthly net income of
$15,000. However, your workspace incurs a rent cost of $2,000 each week. You receive water
and electricity bills for your home every March, June, September and December which equate to
$350 each time. You pay $120 for your phone contract each month and spend about $600 each
month on shopping and entertainment. You enjoy dining out so spend about $80 on food each
week and fill up your car with $150 worth of petrol each fortnight. You must book travel and
accommodation by November 30th.
APPENDIX 1c: Budget activity (scenario 3)
Using the scenario below, complete the provided budget template using these figures and determine
your total savings by the end of the specified period. Remember to calculate each of the figures to
represent monthly totals.
The month is January. You are new to the workforce and are feeling very overwhelmed by your
work load so decided that a short holiday would be a good idea. You can only travel during the
school holidays so you plan on travelling in April for 7 days. Your net monthly income is $4,000 and
rent an apartment for $350 a week. You spend about $60 on food and $50 on petrol each week
and about $300 monthly on shopping and entertainment. Your mobile contract costs you $70 each
month and you make fortnightly health insurance payments of $30. In order to travel in April, you
must book travel and accommodation by March 30th.
Lesson Plan 2
General Competencies
- Collecting,
analysing and
organising
information
- Using
technology
Quality Teaching Elements (lesson focus)
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of 1.4 Higher-order thinking
1.1 Deep knowledge
important, substantive concepts, skills and ideas. Such pedagogy treats 1.5 Metalanguage
1.2 Deep understanding
knowledge as something that requires active construction and requires 1.6 Substantive
1.3 Problematic knowledge
students to engage in higher-order thinking and to communicate substantively communication
about what they are learning.
Significance
This refers to pedagogy that helps make learning more meaningful and 3.1 Background knowledge 3.4 Inclusivity
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.5 Connectedness
prior knowledge and identities, with contexts outside of the classroom, and 3.3 Knowledge integration 3.6 Narrative
with multiple ways of knowing all cultural perspective.
How the quality teaching elements you have identified are achieved within the lesson.
Centred
Time Teaching and learning actions Organisation
T/S
Teacher
- Directs students
into classroom
Students distribute individually amongst
- Conducts roll call
computers
Student
5 Accommodate to students with T
- Enter classroom
disabilities (vision impairment, etc)
and prepare for
lesson
Roll call
Resources
- Class roll
Teacher
- Attend to student
Students research expenses for questions/ needs
30 preferred destination and complete S
excel activity Student
- Complete activity
individually
Other considerations
4.2 Demonstrate the capacity to Activities are clearly explained with instructions provided in
organise classroom activities and written form. Activities are split into appropriate time
provide clear directions. spans designed for maximum productivity.
WHS
What are the key risk issues that may appear and need to be reduced/eliminated in this
lesson?
Ensure that proper computer and internet protocol is followed for maximum student safety.
Reflection
APPENDIX 1: Excel reference sheet/ready-to-use template
You may wish to visit these sites to find information on costs and availability. There are many other
sites you can find on the web. For “other”, you can estimate the cost of food and shopping depending
on the time you will spend at your destination.
Airfares Accommodation
- skyscanner.com - booking.com
- webjet.com - airbnb.com
Printing/ Preparation
Time Total number of students
- Textbooks: New concepts
60 minutes 22
in commerce
General Competencies
- Communicating
ideas and
information
- Working with
others and in
teams
Quality Teaching Elements (lesson focus)
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of 1.4 Higher-order thinking
1.1 Deep knowledge
important, substantive concepts, skills and ideas. Such pedagogy treats 1.5 Metalanguage
1.2 Deep understanding
knowledge as something that requires active construction and requires 1.6 Substantive
1.3 Problematic knowledge
students to engage in higher-order thinking and to communicate substantively communication
about what they are learning.
Significance
This refers to pedagogy that helps make learning more meaningful and 3.1 Background knowledge 3.4 Inclusivity
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.5 Connectedness
prior knowledge and identities, with contexts outside of the classroom, and 3.3 Knowledge integration 3.6 Narrative
with multiple ways of knowing all cultural perspective.
How the quality teaching elements you have identified are achieved within the lesson.
Centred
Time Teaching and learning actions Organisation
T/S
Teacher
- Directs students
into classroom
- Conducts roll call
Student
5 Roll call T
- Enter classroom
and prepare for
lesson
Resources
- Class roll
Other considerations
4.1 Identify strategies to support Expectation for all students to contribute to and participate
inclusive student participation and in group activity is communicated. Students are
engagement in classroom activities. encouraged and assisted by teacher and peers.
WHS
What are the key risk issues that may appear and need to be reduced/eliminated in this
lesson?
References used
Chapman, S., & Freak, M. (Ed.). (2013). New concepts in commerce. Milton, Qld: John Wiley & Sons
Reflection
Justification
“A good lesson plan should be a guide that enables a teacher to get to grips with what they
are trying to achieve and why” (Gershon, 2013). Along with focus on literacy, numeracy and ICT as
required by the Australian curriculum, an effective lesson plan should accommodate to diverse
learners through differentiated teaching and learning techniques to ensure a fair opportunity for
students of all abilities. With guidance from the Australian Professional Standards for Teachers
(APST) (Australian Institute for Teaching and School Leadership [AITSL], 2016) and The New South
Wales Quality Teaching Model (QTM) (Professional Support and Curriculum Directorate [PSCD],
2003), three lesson plans have been designed to meet the outcomes for the ‘Travel’ option topic
from the Stage 4 and 5 Commerce Syllabus. Several teaching strategies are utilised throughout and
diverse abilities are considered and catered for through differentiation strategies and/or pedagogies.
Lesson Plan 1
A main focus of this lesson is that of numeracy. Budget plans and communication of financial
information is a trend throughout the Commerce syllabus and satisfies the key competency of ‘using
mathematical ideas and techniques’ (Board of Studies NSW, 2003). As cited in Goos, Dole & Geiger
(2012), The Organisation for Economic Cooperation and Development defines mathematical literacy
as:
an individual’s capacity to identify and understand the role mathematics plays in the world, to make
well-founded judgements, and to use and engage with mathematics in ways that meet the needs of
that individual’s life as a constructive, concerned and reflective citizen. (pp. 3-4)
The lesson activity requires students to design a budget using a hypothetical scenario in
order to assess their ability to travel within a specified time period. This reflects real life scenarios
where students may need to save to make a major purchase or assess their ability to invest – all the
while, increasing their knowledge and ability in applying mathematical knowledge and equations.
The integration of numeracy into the lesson works towards satisfying graduate standard 2.5 of the
APST requiring teachers to ‘know and understand literacy and numeracy teaching strategies and
their application in teaching areas’ (AITSL, 2016).
Lesson Plan 2
This lesson demonstrates heavy focus on ICT. Students conduct individual research and
communicate their findings in the form of an Excel spreadsheet. Contrary to findings by Uluyol and
Sahin (2016) which conclude that the most common use of ICT by teachers is for presentation
technologies, the lesson requires students to utilise computers to access the internet and design a
spreadsheet using computer program, Microsoft Excel. Uluyol and Sahin (2016) also conclude that
student satisfaction is improved with the use of ICT throughout a lesson as the lesson becomes more
interesting, diverse, motivating and supportive of productive learning. Considerable research has
been conducted assessing the use of ICT in schools. General consensus concludes that ICT is
effective in supporting better learning environments and activities, especially to support student-
centred learning (Newhouse; US Department of Education; Stevenson, as cited in Newhouse, 2017).
Along with this, the use of ICT satisfies Graduate standard 2.6 of the APST requiring teachers to
‘Implement teaching strategies for using ICT to expand curriculum learning opportunities for
students’ (AITSL, 2016)
Lesson Plan 3
Considering the diverse multicultural nature of the present Western Sydney classroom, the
literacy focused activity of role play has been introduced as a tool to strengthen language
development in EAL/D (English as a second language or dialect) students and increase their
competence in coping independently with the challenges inherent in performing complex literacy
tasks (Gordon, 2012). The task is designed as a collaborative one. Research shows that collaborative
learning has demonstrated benefits on the learning development of students. Zurita and Nussbaum
(cited in López-Yáñez, Yáñez-Márquez, Camacho-Nieto, Aldape-Pérez & Argüelles-Cruz, 2015) “claim
that collaborative learning is considered to enable cognitive development, since it stimulates social
interaction and learning among the members of a group.” This is achieved through its promotion of
critical thinking through discussion and debate (López-Yáñez, Yáñez-Márquez, Camacho-Nieto,
Aldape-Pérez & Argüelles-Cruz, 2015), made necessary in the construction of a role play
performance. Outcome 5.9 of the Stage 4 and 5 commerce syllabus requires students to develop
skills to ‘work independently and collaboratively to meet individual and collective goals within
specified timelines’.
Spratt and Florian (2015) define inclusive pedagogy as “a pedagogical approach that
responds to learner diversity in ways that avoid the marginalisation of some learners in the
community of the classroom.” The diversity of learners is considered throughout the designed
lessons with students with disabilities or impairments catered for in the computer lab, and many
aspects of the lessons scaffolded and/or demonstrated for ease of understanding or completion.
There is also potential for students from EAL/D background to use the internet or other devices to
translate instruction or information to help them better understand the task at hand.
The integration of literacy, numeracy and ICT as cross-curriculum priorities have gained
heavy emphasis in the Australian curriculum in recent years. Along with this, the need for
differentiation to meet the needs of diverse learners is also payed focus. The designed lesson plans
for the Stage 4 and 5 Commerce Syllabus pay close attention to each of these priorities through the
utilisation of sophisticated teaching strategies while satisfying standards from the Australian
Professional Standards for Teachers (AITSL, 2016). The teaching and learning activities consider the
diverse nature of the current Western Sydney classroom and aim to provide opportunity of success
and achievement for students of all abilities.
References
http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list
Board of Studies NSW (2003). Commerce Years 7-10 Syllabus. Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/commerce_710_syllabus.pdf
Gershon, M. (2013). Classroom practice - avoid a sinking feeling with perfect planning. The Times
com.ezproxy.uws.edu.au/docview/1491201117?accountid=36155
Goos, M., Dole, S., & Geiger, V. (2012). Numeracy across the curriculum. Australian Mathematics
http://link.galegroup.com.ezproxy.uws.edu.au/apps/doc/A283157267/AONE?u=uwsydney&si
d=AONE&xid=fb9bf520
Gordon, T. (2012). Using Role-Play to Foster Transformational and Social Action Multiculturalism in
López-Yáñez, I., Yáñez-Márquez, C., Camacho-Nieto, O., Aldape-Pérez, M., & Argüelles-Cruz, A.
http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf
Spratt, J., & Florian, L. (2015). Inclusive pedagogy: From learning to action. Supporting each
individual in the context of ‘everybody’. Teaching And Teacher Education, 49, 89-96.
http://dx.doi.org/10.1016/j.tate.2015.03.006
Uluyol, Ç., & Şahin, S. (2014). Elementary school teachers' ICT use in the classroom and their
motivators for using ICT. British Journal Of Educational Technology, 47(1), 65-75.
http://dx.doi.org/10.1111/bjet.12220